These The growing focus on skills-based education has prompted many education providers to design programs that target students and professionals searching for ways to improve their technical skills and advance their careers.
Programs like Udacity’s “nanodegrees,” can help students of all ages enhance their existing professional skills or explore career-related areas of interest.
Kim Flintoff's insight:
These programs begin to shift towards an "education on demand" model that reflects the changing nature of the labour market adapting agilely to rapidly fluctuating demands in skills and capabilities. Just in time learning applied to the individual seeking to meet the demands of industry. Ultimately they question the relevance and suitability of the "long form" degree structures that institutions still cling to.
Posted by Charlie Chung on Aug 9, 2013 in Commentary, Success Strategies
Follow us: @MOOCNewsReviews on Twitter
There has been a great deal of discussion around the high drop-out (90% range) rates in MOOCs (and for the purposes of this article, I’ll concentrate on the xMOOCs, or those that are modeled on highly structured college courses). The first thing to note is that the sign-up process is so easy and devoid of commitment that “enrolling” might best be considered merely an indication of interest. However, even if you count the initial participants in other ways (those watching the first videos, stated intents to complete, etc.), there is no doubt that dropping out or disengagement is a significant phenomenon in most MOOCs
The use of video has been a major trend in MOOCs, especially when linked to universities and with teachers presenting actual courses. This challenge has led many teachers and learners to use it as an integral part, if not the main part, of a learning experience.
Video in MOOCs shouldn’t be used as a tool for already previewed course curriculums, but as an opportunity to reshape the course in itself, and eventually the way of teaching.
The University of Central Florida (UCF) has teamed with two partners to reboot a massive open online course (MOOC) for educators focused on blended learning in higher ed and K-12.
The university has partnered with Educause, a nonprofit focused on technology in higher education, and ed tech company Instructure to launch "BlendKit2015: Becoming a Blended Learning Designer." The course is intended to build on the success of BlendKit2014, a similar MOOC released last year that also covered blending learning and was Educause's first.
Abtract from the talk: "Sheila Webber will start by briefly outlining some general characteristics of MOOCs and her own experience with them. She will go on to identify types of MOOC and the implications for MOOC pedagogy. As part of this discussion she will note some findings from an investigation into the value of learning analytics for MOOC educators (undertaken by Naomi Colhoun at Sheffield University in summer 2014). In the final part of her presentation she will reflect on the various roles that have been, or could be, adopted by librarians."
Online education offers one effective way to close the skills gap.
Three years ago, several of us at Stanford launched the first massive open online courses, or MOOCs. We wanted to make the teaching of the world’s great universities accessible to anyone with an Internet connection. The company we founded, Coursera, recently passed a milestone: 10 million enrolled learners. That makes it a good time to reflect on what we’ve learned.
One early prediction about MOOCs was that they would undermine or even replace the traditional college education—an idea we at Coursera never endorsed (see “What Are MOOCs Good For?”).
- MOOC critics are concerned about low overall completion rates, but these rates are typically evaluated without accounting for student intentions. - This study, based on survey and log data from nine HarvardX courses, investigates how completion and attrition rates differ based on students' self-reported intentions about course participation. - The study found that, on average among survey respondents, 22 percent of students who intended to complete a course earned a certificate, compared with 6 percent of students who intended to browse a course. - Efforts to personalize MOOCs based on self-reported intentions should be conducted with care: many students who do not intend to complete a MOOC do so, and most who do intend to complete a MOOC are not successful.
He starts with a taxonomy of MOOC instructional models, as follows:
cMOOCsxMOOCsBOOCs (a big open online course) – only one example, by a professor from Indiana University with a grant from Google, is given which appears to be a cross between an xMOOC and a cMOOC and had 500 participants.DOCCs (distributed open collaborative course): this involved 17 universities sharing and adapting the same basic MOOCLOOC (little open online course): as well as 15-20 tuition-paying campus-based students, the courses also allow a limited number of non-registered students to also take the course, but also paying a fee. Three examples are given, all from New England.MOORs (massive open online research): again just one example is given, from UC San Diego, which seems to be a mix of video-based lecturers and student research projects guided by the instructorsSPOCs (small, private, online courses): the example given is from Harvard Law School, which pre-selected 500 students from over 4,000 applicants, who take the same video-delivered lectures as on-campus students enrolled at HarvardSMOCs: (synchronous massive open online courses): live lectures from the University of Texas offered to campus-based students are also available synchronously to non-enrolled students for a fee of $550. Again, just one example.
A NOTE TO FACULTY & ACADEMIC ADVISORS: #WhoClass refers to a MOOC (Massive Open Online Course) called Doctor Who and the Digital Age taught by Professor Anthony Rotolo. The course will be offered live and open to the public on the Syracuse campus as a series of lectures (Jan-April 2015) addressing the history, evolution and impact of the Doctor Who television series with special focus on its revival in the era of digital media. In addition, all students (whether able to attend in person or not) will have access to an online course which will feature the recorded lectures, as well as 15 weekly modules in which students will conduct home screenings, complete assigned readings and contribute written analysis, among other activities. The contact hours and rigor of the course, if completed in earnest, will be equivalent to a 400-500-level college course.
Since the first wave of Massive Open Online Courses (MOOCs) around 2012, hypotheses about their impact have abounded, and have changed over time. So too have emotions about the courses evolved (from excitement to disenchantment or even suspicion) to where we may be now: a calmer state where the both the hype and counter-hype have worn off.
Now, organisations are using the essence of MOOCs – an online, adaptable, customisable, and accessible platform – to achieve diverse educational outcomes and business models.
This is the third in a series of articles that tackle common objections to and arguments against using massive open online courses (MOOCs) for training. Read the previous article: Face-to-Face learning had FAILED. All learners are different. They come from different backgrounds and have different levels of prior knowledge. They have different learning styles and preferences, different needs and different questions. For education to be effective and engaging, it needs to be adaptable for the need
"Advocates for the deaf on Thursday filed a federal class action against Harvard and M.I.T., saying both universities violate antidiscrimination laws by failing to provide closed captioning in their online lectures, courses, podcasts and other educational materials.
“Much of Harvard’s online content is either not captioned or is inaccurately or unintelligibly captioned, making it inaccessible for individuals who are deaf or hard of hearing,” the complaint said, echoing language used in the M.I.T. complaint. “Just as buildings without ramps bar people who use wheelchairs, online content without captions excludes individuals who are deaf or hard of hearing.”
"In November 2011 I was taking one of the first MOOCs from Stanford. At that time, many new MOOCs were being announced and I started Class Central as a way to keep track of them and figure out what I should take next. The website gathers course listings through provider sites, social media, and tips from MOOC providers and users. The figures below are based on these data."
Technology trends in higher education are making on-campus college degrees feel like terrestrial radio stations. We know they’re on their way out of fashion. The question is just how soon.
A world without physical college campuses seems far-fetched, but there are three important reasons why we’re heading that direction. The first is financial disincentive.
According to the U.S. Department of Education, prices for undergraduate tuition, room, and board rose 40% at public and 28% at private colleges and universities between 2001 and 2012. Predictably, rising prices have also led to higher debt. The Wall Street Journal reported that the class of 2014 was the most indebted class in history. More than 70% of this year’s bachelor’s degree recipients are leaving school with student loans. Students with loans owe an average of $33,000. That’s more than double the inflation-adjusted average from 1993.
It has been suggested that, with care and dedication, you can assemble a Masters of Business Administration for free. Perhaps unsurprisingly for those in the know, the idea hasn’t caught on. When leading…
MOOCs may have run their course, particularly in executive education, says the boss of one of the world’s top business school.
"IMD president Dominique Turpin said the scattergun approach and one-way communication typical of massive open online courses made them impractical for business education. And their western-skewed audience and huge dropout rates meant they were also failing at the undergraduate level."
We’ve all been there – you start off your new course full of excitement and enthusiasm, then a couple of weeks later you wonder why you ever started. It could be that the course is more demanding than you expected, or perhaps life got in the way and you feel you don’t have the time to dedicate to the course any more.
Whatever your reasons, here are some tips for getting back on track.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.